Graphic Organisers

Submitted by TE Editor on 25 April, 2012 - 12:18

Visual representations of information are by no means an innovation in education. The use of
graphs and charts to represent statistical information and time-lines showing the sequence of
historical events have long been accepted tools, while in language teaching, the mind map is
already a common aid to brainstorming a topic.
However, with the realisation that all learners are, to some extent, visual learners, the focus
on process rather than product, and with increasing emphasis on developing organisational
and thinking skills alongside language skills, visual tools such as graphic organisers are being
increasingly employed.

Advantages
A graphic organiser (also known as a concept map, mind map or relationship chart) is usually
a one-page form with blank areas for learners to complete with ideas and information which
are connected in some way. Some organisers are very specific; others are versatile. Often, the
information on a graphic organiser could just as easily be written on a form or list, but the
organiser offers certain advantages:

Graphic organisers provide the learner with a different way of seeing and thinking
about information.
Language barriers (words, grammar) are removed, so that learners can focus on the
connections between information.
The visual display conveys complex information in a simple-to-understand manner.
Showing (as opposed to telling) how information is structured is a way of facilitating
understanding. In most cases, dual-presentation (visual representation plus is more

successful than either approach alone, regardless of whether the student is a visual or
auditory learner.

Analytical, critical, planning and creative thinking skills are developed. To create the
map, the learner has to identify the relationships between items, examine the
meanings attached to them, and prioritise the information and decide where each item
should be placed on the map. Students are more likely to become strategic learners.

A lot of information can be converted into a structured, easy-to-read, graphic display.

A large amount of information can be displayed to provide the "big picture" of a topic.

Changes can easily be made to allow learners to take different perspectives and clarify
their thoughts. Organisers are easy to edit, revise, and add to.

Creating the map helps the learner to generate ideas and see the possibilities
associated with a topic as the map grows.

Graphic organisers have multiple uses. They can be used to structure writing projects,
summarise reading texts, organise and store vocabulary, and help in problem solving,
decision making, studying, planning research and brainstorming.

Subject-matter is comprehended faster and more efficiently. Because the demands of

processing the language are reduced, content can be considered at more sophisticated
levels.

While organisers often represent an individual's arrangement of information, they can

also be used at group or class levels. A class flow-chart of the storyline of a class
reader may help all the students to follow the plot.

Since most graphic organisers use short words or phrases, and sometimes drawings,
they can be used with all levels and with young and less-able learners.

The teacher is given a record of the learner's thinking process. Graphic organisers can
be used to assess students' knowledge and understand of the content, thinking skills
and creativity.

Types and functions

Graphic organisers can be classified either in terms of their design or their function.
Functionally, graphic organisers can be grouped into two categories: those that depict basic
information structures (whole-to-part, cause/effect, etc.) and those that serve specialised
needs (project planning, goal setting). For the language classroom, the most common
functions are:

Describing
Comparing and contrasting

Classifying

Sequencing

Cause and effect

Decision making

There are a wide variety of designs for depicting the same basic information structures, but
all serving the same basic purpose of visually revealing to learners how the information is
structured. Some common designs include:
Clock, Cluster/Word Web, Describing Wheel, E-Chart, Fact and Opinion, Five W's Chart,
Flow Chart, Four-Column Chart, Goal-Reasons Web, Hierarchy chart, Idea Wheel,
KWL/KWHL Chart, Ladder, Observation Chart, Persuasion Map, Planning Chart, Progress
Report, Sequence Chart, Spider Map, Step-by-Step Chart, Story Map, T-Chart, Time Line,
Tree Chart, Venn Diagram.
Choosing an organiser
Choosing the appropriate organiser involves consideration of function, purpose, the nature of
the material/information, the classroom activity and personal preference. Some initial
questions to consider are:

Is only one topic involved, or are there many?

Is it a complex topic?

Is the information linear or cyclical?

Are there similarities and differences, pros and cons?

Is time involved?Are there hierarchical levels?

Six common designs and their functions are :

spider - adding more details to a single topic

fishbone - cause-and-effect factors associated with a complex topic

cluster - a network of ideas based on a stimulus

cycle - recurring cycle of events, with no beginning and no end,

continuum - topic with a definite beginning and end and a sequence in between.

Venn diagram - similarities and differences

Download visual table 21k pdf

There is a very useful flowchart of how to choose a graphic organiser on the Enchanted
Learning website: http://www.enchantedlearning.com/graphicorganizers/flowchart/
The teacher's role
Learners need to be trained to use graphic organisers and it is the teacher's job to introduce
them gradually and systematically, beginning with simple mind maps to brainstorm topics
and KWL charts to provide a purpose for reading a text.
What I Know about .... What I Want to find out What I Learnt about .....

KWL chart
Other typical uses include planning writing (the map or chart may be included in a portfolio),
recording vocabulary thematically or in lexical sets, following the characters or story in a
narrative and breaking down the content of a text.
Responsibility for graphic organisers can gradually be turned over to the learners. Typically,
this happens in stages:

The teacher constructs the graphic organiser, provides students with a copy, and tells
them how and when to complete it.
The teacher and students co-construct graphic organisers showing important ideas as
the content is explored.

Teams of students construct graphic organisers cooperatively with the teacher acting
as a guide.

The students construct graphic organisers independently.

In the early stages, it is a good idea for the teacher to keep a selection of organisers at hand so
that learners have a choice and can experiment with a wider range of designs.
Graphic organisers are as useful for teachers as they are for learners. They are a valuable tool
in lesson planning, syllabus design, report writing and research as well as providing an
insight into the individual learner's thought processes and learning style.
A graphic organiser generator is available on the Teachnology website:
http://www.teach-nology.com/web_tools/graphic_org/
Where to find graphic organisers
There are numerous educational websites which offer a wide range of graphic organisers to
download (usually in pdf format) free of charge, with permission to print and copy for
classroom use and advice on how to choose and best utilise them.

Eduplace: http://www.eduplace.com/graphicorganizer/
EdHelper: http://edhelper.com/teachers/graphic_organizers.htm

Education Oasis: http://www.educationoasis.com/curriculum/graphic_organizers.htm

Freeology: http://freeology.com/graphicorgs/

Graphic.org: http://www.graphic.org/goindex.html

Region 15: http://www.region15.org/curriculum/graphicorg.html

Links to other graphic organiser sites can be found at Webenglishteacher:

http://www.webenglishteacher.com/graphic.html and at Teacher Tap:
http://eduscapes.com/tap/topic73.htm
Written by Steve Darn, Freelance Trainer, Izmir, Turkey

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